SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Course: HSP3U Introduction to Anthropology, Psychology, and Sociology

Strand: Strand C - Psychology

Unit Overall Expectations/Objectives:

C1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories,

perspectives, and research methods in psychology;

C2. Explaining Human Mental Processes and Behaviour: use a psychological perspective to explain how

diverse factors influence and shape human mental processes and behaviour.

C3. Socialization: use a psychological perspective to analyse patterns of socialization.

Unit Critical Question: What makes you who you are? Why do you do what you do? Why do we like

what we like?

Unit Background Knowledge:

Students will need to read from course textbook, from a variety of primary and secondary documents and

supplementary resources, explore movies, documentaries, and engage in discussion and debate.

Introduction to Psychology:

Article from CPA website: “What is a psychologist?”

http://www.cpa.ca/public/whatisapsychologist/

Power point with introductory information about “what is psychology” and the main terms and

concepts we will be looking at throughout the unit.

Some other outside material that will be used in this unit:

Teenage brain video: http://www.youtube.com/watch?v=EGdlpaWi3rc

BBC Documentary on Personality: http://www.youtube.com/watch?v=C3LXQ4nrFco

Psychological disorders (Child of Rage Documentary):

http://www.youtube.com/watch?v=szcsT3pOuBw

Bystander effect: http://www.youtube.com/watch?v=OSsPfbup0ac

Albert Bandura Bobo Doll experiment: http://www.youtube.com/watch?v=zerCK0lRjp8

Article on psychological disorders and genetic traits:

http://www.medicalnewstoday.com/articles/264715.php

Reading on Asch‟s conformity study: http://www.saylor.org/site/wp-

content/uploads/2010/12/Aschs-Conformity-Study.pdf

Reading on bystander effect:

http://ericboonesarchi.sourceforge.net/Archive/Bystander%20Effect.pdf

Movies: The One who Flew Over the Cuckoo‟s Nest

Unit Objectives/ Broad Understanding:

Students in this unit will be able to explain and articulate an understanding of personality, what

affects and shapes their personality, and how personality affects our decisions.

Students will learn about an array of mental disorders and illnesses. How these disorders/illnesses

can affect personality and decisions, and whether norms are followed or broken.

Students will learn about different psychologist, schools of thought, and theories which they will

be able to explain, and use in critical thinking as supporting evidence.

Students will develop a broad understanding of how an array of factors affects the type of people

we become, and affect the decisions we make.

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Unit Critical Thinking Vocabulary:

This unit will examine: conditioning, nature vs nurture, mental health, mental illnesses/disorders,

personality, attitudes, motivation, bystander affect, role of socialization and social isolation in

psychological development, feral children, intellectual and emotional development, conformity,

ethical/unethical, and experiments.

Unit Criteria for Judgement:

Psychological: personality, attitude, motivation, mental health, mental illnesses/disorders, norms,

identity, aggression, and development.

Schools of thought: psychodynamic, behavioural psychology, humanist psychology, and cognitive

psychology.

Different theories: instinct, modeling, differential association, frustration-aggression, bystander

effect, group think, conformity

Research and experiments

Unit Social Science Theories and Case Studies: [Include reference to Strand A: Research and Inquiry

Skills. Incorporate qualitative and quantitative research work-check Ministry guidelines for examples]

Sigmund Freud: psychoanalysis, ego/id/superego/thanatos, Freud‟s developmental stages, defence

mechanisms

Carl Jung: ego, personal unconscious, collective unconscious

Erik Erickson: 8 stages of psychosocial development

Jean Piaget: cognitive social learning theory

Karen Horney: Personality theory, feminine psychology, self-actualization

Carl Rogers: Person-centered approach

Mary Ainsworth: strange situation classification, attachment theory, strange situation

Carol Gilligan: moral development theory

Ivan Pavlov: classical conditioning

B.F. Skinner: operant conditioning

Abraham Maslow: hierarchy of needs

Stanley Milgram‟s study on obedience

Philip Zimbardo‟s Stanford Prison experiment

Solomon Asch‟s conformity experiment

Albert Bandura: Modeling theory

Experiments: Little Albert, The Monster Study, The Aversion Project, Monkey Drug Trials,

Landis‟ Facial Expressions Experiment, Learned Helplessness, The Well of Despair (Surrogate

Mother)

Unit Habits of Mind:

An open mind to gaining new information which will help with critical thinking and making

informed decisions when weighing different ideas and theories. Students will be respectful to

one another, and become a community of learners that will share their ideas and thinking to

enrich one another‟s understanding.

Unit Differentiated Instruction:

Opportunity to choose form of culminating assignment: Poster, song, blog, website, photo collage,

etc.

Lessons will include auditory, visual, and kinesthetic approaches such as:

o Auditory: discussions, debates, comments, feedback, think-pair-share

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

o Visual: PowerPoint, textbook, print sources, secondary sources, videos

o Kinesthetic: worksheets, group work, posters, four corners

Lesson outlines and Activities: (Total Lessons – 13)

Lesson 1: What is Psychology?/What do Psychologists do?

Overview of the unit given to students: assignments, work days, presentation days, support time

Curriculum expectations: Grade 11 – Introduction to Anthropology, Psychology and Sociology

Strand A: Research and Inquiry Skills- A1 Exploring; A2 Investigating; A3 Processing Information;

A4 Communicating and Reflecting

Strand B: Anthropology – B1 Theories, Perspectives, and Methodologies; B2 Explaining Human

Behaviour and Culture; B3 Socialization

Strand C: Psychology – C1 Theories, Perspectives, and Methodologies; C2 Explaining Human Mental

Processes and Behaviour; C3 Socialization

Strand D: Sociology – D1 Theories, Perspectives, and Methodologies; D2 Explaining Social

Behaviour; D3 Socialization

Intro video: http://www.youtube.com/watch?v=CybvSuG569Q “What is Psychology?” (0:15-3:35) then

debrief the video.

On chalkboard create a word blurb: compilation of words that have to do with psychology and then

circle the ones the entire class can agree on.

Talk about popular psychologist (ex. criminal minds) – what is realistic/glorified

Discuss what the difference between psychology and psychiatry

Read article from CPA: http://www.cpa.ca/public/whatisapsychologist/ “What is a psychologist?”

Important terms given on PowerPoint

General Critical Thinking Questions for this lesson:

What is it that psychologists do?

What does psychology help us to understand?

Objectives/Broad Understandings:

Students will understand the importance of psychology, and what psychology and psychologists do. They

will learn the terms needed to proceed with other lessons in the unit and begin to examine what influences

who they are, their influences, and actions.

Background Knowledge: teacher directed PowerPoint to go over the history of psychology, the terms and

popular cases of psychology.

Vocabulary Required for further work: psychology, psychologist, self-actualization analytical psychology,

psychoanalytic psychology, humanist psychology, psychodynamic psychology, personality, identity,

unconscious, conscious, behaviour, cognitive psychology.

Criteria for judgement:

Knowledge

self-actualization

decisions/actions

environment/biology

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Lesson 2, 3 & 4: What are the main theories? How do these theories explain our identity, our actions,

and our feelings?

Further Background Information: Teacher oriented & Student oriented, case studies, Schools of Thought

and Theories

Key Theories and Theorists include:

Psychodynamic: Sigmund Freud, Karen Horney, Alfred Adler, Carl Jung

Behavioural Psychology: Ivan Pavlov, B.F. Skinner, Benjamin Spock

Humanistic Psychology: Abraham Maslow, Carl Rogers, Mary Ainsworth, Carol Gilligan

Cognitive Psychology: Jean Piaget, Erik Erikson, Elizabeth Loftus

Psychoanalysis (id, ego, superego), Neo-Freudian, classical conditioning, operant conditioning,

unconditional response, behaviourism, self-actualization, hierarchy of needs, modeling theory,

instinct theory , personal unconscious, collective unconscious, 8 stages of psychosocial development,

cognitive social learning theory, Personality theory, feminine psychology, Person-centered approach,

attachment theory, strange situation, moral development theory

Possible Case Studies/Articles:

Albert Bandura Bobo Doll experiment: http://www.youtube.com/watch?v=zerCK0lRjp8

Genie/Feral children http://www.youtube.com/watch?v=hmdycJQi4QA

Ivan Pavlov‟s research with conditioning

The Skinner Box http://www.huffingtonpost.com/2013/03/20/bf-skinner-birthday-behavioral-

scientist_n_2917841.html

Article on Sigmund Freud http://www.simplypsychology.org/Sigmund-Freud.html

Assessment:

“Room for Rent” mini assignment (hand out at end of lesson 2)– students are to create a “roommate

wanted” ad for a theorist of their choice. They will need to be able to list the likes/dislikes of their theorist,

which characteristics in others their theorist would like, as well as a written paragraph explaining why their

theorist may have those preferences.

Students will research their theorist, then assess the information, and present their theorist in the form

of a roommate ad (poster, newspaper ad, radio broadcast, craigslist/kijiji ad, etc.)

Assignment hand out include at the end (Handout #1)

Culminating Assignment: Public Service Announcement on Mental Health (Hand out at end of lesson

2) the handout given is also included at end (Handout #2)

It is important that we understand how mental illness affects all areas of social life. This culminating activity

asks students to analyze a particular disorder, illness, or addiction and apply it as an informative piece to

bring awareness to the public and perhaps individuals who may have that particular concern (also hopefully

to remove some stigma from mental health issues). *more details provided at the end with the handout*

Lesson 5: What happens to our brain during our teenage years? The teenage brain

Introduce teenage brain with video: http://www.youtube.com/watch?v=EGdlpaWi3rc

Activities/critical thinking questions: Listen to music, look at art – how do these things affect our

senses and attitudes? Discuss and debate what factors make us motivated.

Teacher-oriented PowerPoint to explain the biology aspect of how our brain develops and changes during the

teen years, as well as why children/teens are not tried in courts the same as adults.

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Key Terms: motivation, attitudes, socialization, development, testosterone,

Show Child of Rage documentary http://www.youtube.com/watch?v=szcsT3pOuBw

Discuss nature vs nurture – how both affect our development

Article about savants http://abcnews.go.com/WNT/Health/story?id=830166

General Critical Thinking Questions:

Why should children/teenagers listen to adults?

Why do adults say “you‟ll understand when you‟re older…”?

How does a neglect and abuse affect development and mental health?

Lesson 6: Am I a follower? Bystander Effect, Conformity and Prejudice

Examine and discuss why it is people do not react as we expect them to.

Bystander effect: http://www.youtube.com/watch?v=OSsPfbup0ac

Reading on bystander effect: http://ericboonesarchi.sourceforge.net/Archive/Bystander%20Effect.pdf

Cases/theories: 8 symptoms of group think, youth conformity, scapegoating, brown eyes/blue eyes

General Critical Thinking Questions:

What makes individuals decide not to help someone who is in obvious need of help?

Why is it difficult for individuals to break from the norm?

How does prejudice affect who we side with, and who we stay away from?

Lesson 7 & 8: Movie – The One Who Flew Over the Cuckoo‟s Nest/ Psychology then and now

Handout #3 (included at the end)

Have students defend their positions on which illness a character from the movie may have

Students are to take notes during the movie and write down possible symptoms and clues of what

mental illness the character may have.

Terms: Schizophrenia, Multiple personalities, Manic Depression (bipolar disorder), Obsessive-Compulsive

Disorder, Borderline Personality Disorder, Posttraumatic Stress Disorder

General Critical Thinking Questions:

How do we treat individuals with mental illness? Then and now?

How easy/difficult is it to identify mental illnesses/disorders?

What are some causes/triggers for mental health issues?

Lesson 9: COMPUTER LAB WORK PERIOD – students can work on PSA or Response to movie

Lesson 10: Why Do We Behave Violently? Aggression and Violence (****Lesson Plan attached below)

What makes us angry? What makes us aggressive and violent? Where do violent behaviours come from?

PowerPoint of theorist: Albert Bandura – Modelling theory, Sigmund Freud – Instinct theory, Konrad

Lorenz - Instinct Theory, John Dollard – Frustration-Aggression Theory, Edwin Sutherland –

Differential Association Theory

Jigsaw: as a group read an article, then on chart paper write down main points, examples and

criticisms – then present to the rest of the class what their article presented

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Lesson 11: What do ethics require of us? Psychology‟s most unethical experiments/ Code of Ethics –

Canadian Psychologists Association (****Lesson Plan attached below)

Explore and debate case studies- analysis and comparison of different experiments

Reading on Asch‟s conformity study: http://www.saylor.org/site/wp-content/uploads/2010/12/Aschs-

Conformity-Study.pdf

Cases covered: Little Albert, The Monster Study, The Aversion Project, Monkey Drug Trials, Landis‟ Facial

Expressions Experiment, Learned Helplessness, The Well of Despair (Surrogate Mother), Milgram Study,

Stanford Prison experiment

Students are to rank from most unethical to least, and defend why it is they believe so

Criteria for judgment: CPA‟s Code of Ethics

Lesson 12 & 13: What affects our actions/decisions and feelings? Mental Illness and Disorders

Watch BBC Documentary on Personality: http://www.youtube.com/watch?v=C3LXQ4nrFco

How does is personality shaped, and can it be changed?

Article on psychological disorders and genetic traits: http://www.medicalnewstoday.com/articles/264715.php

Provide chart for students to fill out information as presentations go on.

Class Presentation for Public Service Announcement on a mental illness/disorder: Schizophrenia, PTSD,

eating disorders, depression, Munchausen, Kleptomania, Bipolar disorder, multiple personality disorder,

anxiety disorder, etc.

Unit References:

ABC News. (2005). “The Extraordinary Abilities of an Autistic Savant.” ABC News. Retrieved on March

1, 2014, from http://abcnews.go.com/WNT/Health/story?id=830166

Begley, Sharon. (1999). “Why the Young Kill.” Newsweek 133.18, p. 32-34.

BestDocumentariesHD. (2013, Nov. 24). BBC Horizon 2013 The Truth About Personality. Retrieved

March 1, 2014, from http://www.youtube.com/watch?v=C3LXQ4nrFco

Canadian Psychological Association. (2014). “What is a Psychologist?” Canadian Psychological

Association. Retrieved from http://www.cpa.ca/public/whatisapsychologist/

CoolPsychologist. (2009, Jun. 9). The Bystander Effect. Retrieved March 1, 2014, from

http://www.youtube.com/watch?v=OSsPfbup0ac

Daily Mail Reporter. (2012). “Violent Video Games Make Teenagers More Aggressive Towards

Other People.” DailyMail. Retrieved from http://www.dailymail.co.uk/news/article-

2214346/Violent-video-games-make-teens-aggressive-girls-affected-boys.html

DebateFilms. (2011, May 17). The Brain: A Secret History – Emotions; Bandura Bobo Doll

Experiment. Retrieved March 1, 2014, from http://www.youtube.com/watch?v=zerCK0lRjp8

EverywherePsychology. (2012, Aug 29). Genie (Secret of the Wild Child). Retrieved March 1, 2014,

from http://www.youtube.com/watch?v=hmdycJQi4QA

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Haskings-Winner, Jan, et al. (2011). Social Science: An Introduction. Toronto: McGraw-Hill

Ryerson.

Huffington Post. (2013). “B.F. Skinner, Behaviour Scientist Who Invented „Skinner Box,‟

Remembered By His Daughter.” Huffington Post. Retrieved on March 1, 2014, from

http://www.huffingtonpost.com/2013/03/20/bf-skinner-birthday-behavioral-

scientist_n_2917841.html

McLeod, Saul. (2013). “Sigmund Freud.” SimplyPsychology. Retrieved on March 1, 2014, from

http://www.simplypsychology.org/Sigmund-Freud.html

Medical News Today. (2013). “Mental Disorders Linked by Genetic Traits.” MNT. Retrieved from

http://www.medicalnewstoday.com/articles/264715.php

National Youth Violence Prevention Resource Center. (2002). “Facts For Teens: Aggression.”

National Youth Violence Prevention Resource Resource Center. Retrieved from

http://herkimercounty.org/content/Documents/File/123.PDF

Nystrom, Shelagh. (2013). “HSP3C.” District School Board of Niagara. Retrieved from

http://web.dsbn.edu.on.ca/~Shelagh.Nystrom@dsbn.org/FOV1-0016743E/

Silva, Raul R. (2010). “What Are Some of the Causes of Aggression in Children?” Child Mind Institute.

Retrieved from http://www.childmind.org/en/posts/articles/2010-12-27-what-are-some-causes-

aggression-children

TeenMentalHealth1. (2012, Feb. 22). Teen Brain HD. Retrieved March 1, 2014, from

http://www.youtube.com/watch?v=EGdlpaWi3rc

Williams, Kipling & Alvin Law. (2000). Bystander Effect. Psychology, 11(3): 132-134.

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Detailed Lesson Plans:

Lesson Plan 10

SUBJECT/Grade: GR11 HSP3U Suggested Time: 75 Minutes

COURSE/Strand/Type/Code: IAPS, Strand C: Psychology _

LESSON TITLE: Why do we behave violently?

Connection to CULMINATING ACTIVITY: Sometimes aggressive and violent behaviours are

due to mental health issues, in this lesson we will examine the different theories of why we behave

violently and also examine the relationship between violence and mental health.

Planning Information:

Curriculum Connections:

Overall and Specific Expectation(s):

C1: Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories,

perspectives, and research methods in psychology.

C1.2: Summarize the key ideas of major psychological theories, and explain how they can be used

to understand human psychology.

C1.3: Explain the contribution to understanding human behaviour of various psychological

approaches

C2: Explaining Human Mental Processes and Behaviour: use a psychological perspective to explain

how diverse factors influence and shape human mental processes and behaviour.

C2.1: Explain, from a psychological perspective how various influences contribute to an

individual‟s psychological development.

C2.2: Explain, from a psychological perspective, ways in which context and influence of other

individuals can affect people‟s emotional and behavioural responses.

C2.3: Explain how diverse psychological factors influence individual behaviour.

Learning Goals:

Be able to incorporate major theories and perspectives of psychology into understanding and

explaining what causes aggressive and violent behaviour.

Have class discussions of the diverse factors that contribute to the psychological well-being of

individuals, and how we come to decisions/actions.

Incorporate the theories to other aspects of understanding human psychology (ex. What makes us

happy, anxious, etc.)

Explain how different mental illnesses might contribute to aggression and violence.

Background Knowledge: Ideas and perceptions about violence and aggression. How motivation, attitude

and personality influence our actions and decisions.

Psychology theories: Sigmund Freud, B.F. Skinner, Ivan Pavolv, Jean Piaget, etc.

Idea of what makes them angry/aggressive – and examples of everyday aggression.

Vocabulary: Aggression, Violence, instrumental violence, hostile violence, modeling theory, instinct

theory, thanatos, frustration-aggression theory, differential association theory, fight-or-flight, serotonin,

amygdala, frontal cortex, antisocial behaviour, neglect, etc.

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Critical Thinking Question(s) and Criteria for Judgement

What makes you act violently?

Why do we behave violently?

How efficient are you in regulating frustration, aggression and violent thoughts?

Do we learn violent behaviour? Or is violence innate?

Students are provided with an opportunity to brain storm as a class what the definition of aggression and

violence is before proceeding to go through the definition. Also through discussion, students have an

opportunity to discuss issues on whether or not they should be considered aggressive or violent. Both

sides (nurture and nature causes/theories) will be given so students can discuss the impact and relevance

of them in contributing to violence and aggression.

Assessment and Evaluation

Assessment/Success Criteria

Authentic Assessment

- Relate to pop culture: rap music & violence, bullying, road

rage, the teenage brain, etc.

Assessment as learning: students are able to think critically on the

issues causing aggression/violence and reflect with what their views

are against the view of others Assessment for learning: allows

teacher to evaluate what information the students understand, and

what might be needed to be covered in preparation for their unit

culminating.

Assessment Tools

Comments – during class

discussions to point of things

that might have been

overlooked by students.

Chart paper ideas – to check

whether students understood

the article, and how it relates

to the lesson.

Differentiated Instruction Details

Knowledge of Students

Differentiation based on student:

Readiness Interests Learner Profile

Styles Intelligences Other (environment, culture)

Need to Know

Students with IEPS, their learning styles and areas of interests.

Differentiated Instruction Response

Learning materials (content) Ways of learning (process) Ways of demonstrating learning

(product) Learning environment

Accommodations and Special Needs:

- Use of technology, visuals and auditory aids, group work and collaboration, note taking helpers

- Allow for students to show their understanding verbally or written: ex. if they do not participate

in the discussion, allow for students to write a paragraph response.

Materials & Resources

Materials:

chart paper, markers, projector, articles

Evidence Used:

secondary sources – articles, range of theories

Internet Resources:

Begley, Sharon. (1999). “Why the Young Kill.” Newsweek 133.18, p. 32-34.

Daily Mail Reporter. (2012). “Violent Video Games Make Teenagers More Aggressive Towards Other

People.” DailyMail. Retrieved from http://www.dailymail.co.uk/news/article-2214346/Violent-

video-games-make-teens-aggressive-girls-affected-boys.html

National Youth Violence Prevention Resource Center. (2002). “Facts For Teens: Aggression.”

National Youth Violence Prevention Resource Resource Center. Retrieved from

http://herkimercounty.org/content/Documents/File/123.PDF

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Silva, Raul R. (2010). “What Are Some of the Causes of Aggression in Children?” Child Mind Institute.

Retrieved from http://www.childmind.org/en/posts/articles/2010-12-27-what-are-some-causes-

aggression-children

Non-internet Resources: Haskings-Winner, Jan, et al. (2011). Social Science: An Introduction. Toronto: McGraw-Hill Ryerson.

Agenda (provide to students)

1. Origins of Human Aggression (The Nature of Things)

2. Aggression and Violence PowerPoint

3. Group work - Articles on Aggression

4. Discussion on factors causing aggression and violence

Opening Connections

Activity and/or Strategy

Play 7 minute clip from Origins of Human Aggression (The Nature of

Things)

- During video, students are to record individually some important

points, key terms, or thoughts about the clip.

Debrief the video: share with a partner some important things they saw in

the video, and then share as a class.

- Ask whether they can think of a theorist we‟ve already learned

about in previous classes, and how they would explain violence.

Also relate back to previous documentary viewed: Child of Rage.

Assessment for learning:

depending on the kind of

comments the students

come up with, decide

which points should be

explained further in-

depth and which ones

can be talked about

briefly (if already know

the content)

Action

Go through PowerPoint on Aggression & Violence.

- Albert Bandura – Modeling Theory

- Sigmund Freud – Instinct Theory

- Konrad Lorenz – Instinct Theory

- John Dollard – Frustration-Aggression Theory

- Edwin Sutherland – Differential Association Theory

- Biological and environment influences

As a Group of 5, have each group read a different article provided (and listed

above). As a group they are to read the article, write down the main

argument/points of the article, come up with examples in relation to the article,

think whether they agree/disagree with the article, and what criticism they may

have on that particular article‟s view on aggression and violence.

Assessment for learning:

go around the room to

discuss with each group

individual what they

found in the article, and

how they can relate it to

other topics we‟ve

already discussed in

previous lessons. Also

get an idea what some of

the points missed were.

Consolidation/ Connections/Reflections

As a group, they are responsible to present to the rest of the class their article and their findings from

the article. After all the groups present their article, open up for questions students may have about the

other articles their group did not read.

Scenarios and critical thinking questions discussed here as a Whole Class discussion.

Why do we become violent? What are the factors?

Do you agree or disagree with what was mentioned in the articles?

Are there other factors that cause violent behaviour, not discussed today?

What criticisms do you have about the articles?

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Lesson Plan 11

SUBJECT/Grade: GR11 HSP3U Suggested Time: 75 Minutes

COURSE/Strand/Type/Code: IAPS, Strand C: Psychology

LESSON TITLE: What do ethics require of us? __

Connection to CULMINATING ACTIVITY: In the past and in the present, there are many ethical issues

in psychology. Understanding what ethics are, and what ethical guidelines are set to govern the fair and

humane treatment of individuals. This relates to the Mental Illness Public Service Announcement

culminating because mental health comes with stigma, and there have been many times in history that

unethical treatments were used against those with mental illnesses. It is important then to discuss ethics to

inform and hopefully prevent history from reoccurring.

Planning Information:

Curriculum Connections:

Overall and Specific Expectation(s):

C1: Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories,

perspectives, and research methods in psychology.

C1.2: Summarize the key ideas of major psychological theories, and explain how they can be used

to understand human psychology.

C1.3: Explain the contribution to understanding human behaviour of various psychological

approaches

C2: Explaining Human Mental Processes and Behaviour: use a psychological perspective to explain

how diverse factors influence and shape human mental processes and behaviour.

C2.1: Explain, from a psychological perspective how various influences contribute to an

individual‟s psychological development.

C2.3: Explain how diverse psychological factors influence individual behaviour.

C3: Socialization: use a psychological perspective to analyse patterns of socialization.

C3.3: Analyse the procedures of and ethical problems associated with major psychological

experiments in socialization.

Learning Goals:

Understand and be able to explain the importance of the Canadian Code of Ethics for

Psychologist.

Be able to incorporate major theories and perspectives of psychology into understanding and

explaining the knowledge gained from the discussed experiments.

Have class discussions about ethics, and why ethics are important to governing experiments.

Understand how these unethical experiments happened in the past, and compare whether or not

things have changed.

Explain how different mental illnesses might have been affected by these experiments.

Whether it is necessary to break certain ethical guidelines to arrive at new knowledge (discuss

whether there is such thing as necessary evil?)

Be able to come up with criteria in regards to what is ethical.

Background Knowledge: Some idea of what is ethical/unethical in our society (through pop culture,

history, and socialization). Students will be given information about unethical experiments, and the

Canadian Association of Psychologists‟ code of Ethics.

Psychology theories and importance of research and experiments.

Their ideas of ethical, unethical.

Vocabulary: Ethics, ethical/unethical, respect, dignity, responsibility, humane/inhumane, unethical

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

experiments, fair treatment, consent, etc.

Critical Thinking Question(s) and Criteria for Judgement

What is ethical? What do we need to do to uphold ethical standards?

Can we… should we sacrifice ethics for knowledge?

Why are these experiments unethical? How can we change it so that it is ethical?

Do we owe animals the same kind of protection?

Should we use the information we gained from these unethical experiments?

Students are provided with an opportunity to discuss ideas of ethics. Then as a class vote on some of the

main factors that contribute to understanding ethics. Finally a definition of ethics is provided, and

students will need to apply these standards to judging the experiments.

Assessment and Evaluation

Assessment/Success Criteria

Authentic Assessment

- Relate to treatment of individuals (students are often eager to

discuss these issues), rating which experiments are unethical

and allow students to explain why.

Assessment as learning: students will be able to discuss with one

another and build on their understanding of what is ethical or

unethical. They will have varying criterion for what makes up ethics,

so by listening to one another‟s contributions they are to either agree

or disagree with some of the ideas.

Assessment Tools

Comments – during class

discussions to point of things

that might have been

overlooked by students.

Chalkboard – begin with

brainstorming of the ideas

surrounding ethics.

Differentiated Instruction Details

Knowledge of Students

Differentiation based on student:

Readiness Interests Learner Profile

Styles Intelligences Other (environment, culture)

Need to Know

Students with IEPS, their learning styles and areas of interests.

Differentiated Instruction Response

Learning materials (content) Ways of learning (process) Ways of demonstrating learning

(product) Learning environment

Accommodations and Special Needs:

- Use of technology, visuals and auditory aids, group work and collaboration, note taking helpers

- Verbal and written components to the lesson allow for students with different learning preferences

a greater chance of understanding ethics and how they apply to the experiments.

________________________________________________________________________________

Materials & Resources

Materials:

worksheet, projector, textbook, chalkboard

Evidence Used:

Textbook summaries of experiments, video.

Internet Resources: http://www.youtube.com/watch?v=L_LKzEqlPto (Milgram Study/Stanford Prison)

Non-internet Resources: Haskings-Winner, Jan, et al. (2011). Social Science: An Introduction. Toronto: McGraw-Hill Ryerson.

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Agenda (provide to students)

5. Brainstorming – Ethics – What is ethical?

6. Is this ethical? Scenarios & discussion

7. Individual worksheet – what were these experiments about?

8. Discussion on ratings, and thoughts about ethics

Opening Connections

Activity and/or Strategy

Ethics/Ethical written on chalk board – have a web of ideas created by

class input. After there are no more words that students come up with,

have the class vote whether or not they agree with those words (ex.

Humane – and if they agree that ethics involves this, they would raise

their hand).. the words that can be agreed upon become our class

criterion for ethical guidelines.

Scenarios – a set of made up scenarios will be discussed, class will

have to either say they are ethical/unethical – what makes it so?

Assessment for learning:

depending on the kind of

comments the students come up

with, decide which points should

be explained further in-depth

and which ones can be talked

about briefly (if already know

the content)

Action

Go through definition of ethical/unethical (oxforddictionary.com)

Watch: http://www.youtube.com/watch?v=L_LKzEqlPto (first 10

min)

Debrief: what did we just watch? Why were these experiments

important? Were they ethical or unethical? How is this relevant

in our discussion in ethics? What did the experiments prove?

Read together the Canadian Code of Ethics for Psychologists (pg. 234)

Do they agree with the code? Is there something missing?

Individual, or as a pair students are to work on their worksheet and fill

in the information about each experiment on pages 236-237.

Also identify which ethical codes are broken, and finally rank

the experiments from 1 being the worst.

Discuss as a whole class, what was rated the worst, why?

Discuss what the purposes of these experiments were.

Assessment for learning:

How well students can explain why

they chose a certain experiment to

be more unethical than another,

and whether they can identify how

these unethical experiments affect

individuals will allow for further

development of what areas need to

be covered.

Assessment as learning:

by coming up with their own

criterion for ethics, and putting

them in comparison to the

experiments, students are

evaluating their own understanding

of the experiments and the

underlying implications.

Consolidation/ Connections/Reflections

As a group, we discuss the list of questions provided at the end of the worksheet:

1. Are experiments necessary to prove significant hypothesis?

2. Should some unethical experiments be allowed for the “greater good”?

3. If we know there are psychological impacts, even with consent should we allow it?

4. Should there be an age requirement for consent?

5. Should animals be used for research to benefit humans? Should they receive the same protection

from unethical experiments?

Also allow students to use this time to bring up questions as well to discuss as a class. Also how these

experiments can apply to the inhumane experimentations done on individuals with mental illnesses in

mental institutes in the past. Also important to discuss whether or not unethical experiments are to thank

for the progress we have made in how we treat individuals today.

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

HANDOUT #1 Unit 2: Psychology Roommate Wanted Mini-Assignment

Help! Psychologist desperately seeking roommate. Must love long walks on the beach, sunsets, social

experiments, dream analysis and so much more!

This project is designed as a quick, simple way to introduce you to the lives and work of a number of

prominent psychologists. You will choose the name of a psychologist (see list below), research that

psychologist, and create a “roommate wanted” advertisement representing his/her life and especially

his/her work.

Your advertisement should include the following:

1. Your psychologist‟s name and lifespan (dates of birth & death)

2. A brief biography of your psychologist‟s life outside of and leading up to his/her career in

psychology – including country of origin and his/her educational and training background

3. A summary of your psychologist‟s work, most specifically (but not limited to) the work for which

he/she is best known. As well as connections to schools of thought (Behaviourism, Humanism,

Cognitive, Psychoanalysis etc.)

4. At least one image of your psychologist.

5. Your psychologists should share their likes and dislikes based on what you know about their work

and personal lives. Ensure that you make connections to the school of thought your psychologist

is associated with.

You will be required to hand in a print up of your advertisement. As a class we will present our

“desperately seeking” ads.

The handout is designed to be a study guide for your classmates – and yourself - both for the quiz (more

on this later) and also for exam. It should be typed, single-spaced, include a minimum of one photo and

all pertaining information. Lastly, you must include an APA works cited list including at least 3 sources,

properly formatted.

Influential Psychologists

1. Sigmund Freud

2. Alfred Binet

3. Ivan Pavlov

4. John B. Watson

5. Carl Jung

6. Leta Stetter-Hollingworth

7. Mary Cover Jones

8. Anna Freud

9. Jean Piaget

10. B.F. Skinner

11. Karen Horney

12. Solomon Asch

13. Erik Erikson

14. Abraham Maslow

15. Gordon Allport

16. Kenneth B. Clark

17. Albert Bandura

18. Lawrence Kohlberg

19. Roger Sperry

20. Stanley Milgram

21. Mary Ainsworth

22. Eleanor Gibson

23. Hermann Ebbinghaus

24. Philip Zimbardo

25. Howard Gardner

26. Elisabeth Kubler-Ross

27. Harry F. Harlow

28. Carol Gilligan

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

HANDOUT #2 Mental Health Assignment - Gaining an Understanding of Mental Illness

This unit has introduced us to a wide variety of psychologists, schools of thought as well as issues

connected to the study of mental health and mental illness. Our unit has taught us about personality,

nature vs. nurture and categories of personality, mood, and psychological disorders, as well as phobias. It

is important that we understand how mental illness affects all areas of social life.

As your unit culminating task you are to create a public service announcement about one of the

following:

Addictions

Psychological (Neurosis and Psychosis) Disorders

Developmental Disorders

You may choose a topic from the list provided. Your PSA should serve to:

Inform the public about the particular illness you are researching

Educate those suffering with the illness to seek help.

Provide strategies to minimize the stigma associated with the illness.

Your PSA must be INFORMATIVE. You are not doing your PSA on a whole category rather; you are

choosing a topic (ex. intermittent explosive disorder). Your PSA will be presented in class, but must also

be shared with the school community (see below.) You may choose to complete your PSA individually or

with a partner.

Public service announcements are messages to the public with the objective of raising awareness,

changing public attitudes and behavior towards a social issue. You will have the option of presenting

your PSA from a variety of formats.

The purpose of this assignment is to make it original and creative. You may choose to present your PSA

as follows:

- Bill Board Ad (must be large in scale and posted in school)

- Photo story (must be large in scale and posted in school)

- Commercial Video, uploaded to YouTube and link provided.

- Website or Blog

If you would like to present your PSA in another format, it must be approved.

You must include a 1-2 page point-form handout on your topic to inform your classmates. An APA

Works Cited list must be submitted on the day of your presentation (minimum four sources) along

with your work. You must include the following in your handout:

History of the illness

Causes

Signs/Symptoms of the illness

Treatment options

The financial impact that your illness has on their personal life and the Canadian government

Any new research being conducted on your topic

Prevention

Diagnosis

Prognosis

Interesting Facts

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

Topics (If there is a topic you would like to cover that is not part of this list, please see teacher for

approval beforehand.)

Anxiety Disorders

Obsessive Compulsive Disorder

Autism Spectrum Disorder

Eating Disorders (Anorexia nervosa,

Bulimia nervosa, Binge-eating disorder,

Body Dismorphic Disorder)

Pathological gambling

Intermittent explosive disorder

Substance Abuse (Drugs)

Thanatophobia

Substance Abuse (Alcohol)

Hoarding

Computer Addiction

Sleep Disorders (Insomnia etc.)

Tourette‟s Syndrome

Xenophobia

Kleptomania

Münchausen syndrome

Bipolar Disorder

Anti-Social Personality Disorder

Schizophrenia

Attention Deficit/Hyperactivity Disorder

You will get in-class time to research and work on your Public Service Announcement.

Your Public Service Announcement will be due: ______________________________

Public Service Announcement Rubric – Summative

Criteria Level 1 Level 2 Level 3 Level 4

K/U

Understanding of

the selected

disorder.

/10

Limited

understanding of the

selected disorder.

Some

understanding of

the selected

disorder.

Clear

understanding of

the selected

disorder.

Thorough &

insightful

understanding of the

selected disorder.

T/I Research is

complete and

clearly

demonstrated.

*All components

must be present.

/10

Research is

superficial and

limited with little

attempt to integrate

into presentation

Research may not

be complete may

be somewhat

unclear

Research is

complete and

clearly

demonstrated

Research is

thorough, complete

and creatively

demonstrated.

Communication

Appropriate use

of language and

organization of

ideas.

/10

Demonstrates

limited command of

appropriate

language and

organization.

Demonstrates

moderate

command of

appropriate

language and/or

organization skills

Demonstrates

considerable

command of

appropriate

language and

organization skills

Demonstrates

extensive command

of language and

highly effective

organization skills

Application

Accuracy and

relevance of

material selected.

/10

Material is limited

in accuracy and

relevance

Material is

somewhat accurate

and relevant

Material is

accurate and

relevant

Material is skillfully

selected and highly

accurate and

relevant.

Comments:

SOCIAL SCIENCE UNIT PLAN Amy Sue (1000310228)

HAND OUT #3: ONE FLEW OVER THE CUCKOOS NEST - DIAGNOSING CUCKOOS NEST

Essential Questions: What is “crazy” and who defines it? How has the treatment of mental illness

changed?

Post-Viewing Activity: You are a medical team charged with diagnosing the symptoms of the

characters in the film One Flew Over the Cuckoo’s Nest.

You will each select a character from the film and diagnose him or her. Then, you will research

the mental disorder (definition, symptoms, causes, and treatments) and make a recommendation regarding

the best treatment for your character. You will post your analysis on the blog and make one analytical

comment on a peer’s diagnosis.

Character options:

McMurphy

Nurse Ratchet

Chief

Cheswick

Billy

Harding

Martini

Mental Disorder options:

Schizophrenia

Multiple personalities

Manic Depression (bipolar disorder)

Obsessive-Compulsive Disorder

Borderline Personality Disorder

Posttraumatic Stress Disorder

Criteria Level 1 Level 2 Level 3 Level 4 Mark

Assigned

Logic of

Recommend

ation for

treatment

Opinion lacked

logic and

supporting

reasoning

Opinion

showed some

logic and

supporting

reasoning

Opinion

showed

considerable

logic and

supporting

reasoning

Opinion showed

a high degree of

logic and

supporting

reasoning

/4

Analytical

Comment

Relevance

and

Accuracy

Information was

irrelevant and/or

inaccurate

Some

information

was irrelevant

and/or

incorrect

Most

information

was relevant

and accurate

Information was

relevant and

accurate

/2

Communicat

ion Skills

Through

Written

Work

Written work

demonstrated

limited clarity

Written work

demonstrated

some clarity

Written work

demonstrated

considerable

clarity

Written work

demonstrated a

high degree of

clarity

/2

Critical

Thinking

Skills

Critical thinking

skills applied

with limited

effectiveness

Critical

thinking skills

applied in a

moderately

effective

manner

Critical

thinking skills

applied in a

considerably

effective

manner

Critical thinking

skills applied in a

highly effective

manner

/2

Overall

Achievement

/10